Year 12 Valedictory

At the end of last term, we held a special breakfast followed by a final school assembly for our Year 12s.  This is always an emotional day as we reflect on their journey through high school. The Year 12 ball was held later that night at the Convention Centre and was a spectacular evening.  I want to thank all our staff who attended to supervise.

We are looking forward to the final farewell at the Year 12 Valedictory evening on 15 November – tickets are available here https://www.trybooking.com/CTFCF

Assessments, Exams and Workplace Learning

This time of the year is a busy one for final assessments and exams.  Our Year 12s are about to begin their ATAR exams which finish in Week 6.  In Week 5 and 6 our Year 11s will undertake their ATAR exams and in Week 6 our Year 10s will have their end of year exams. 

Year 11 students who do not have exams will be participating in Workplace Learning. There will be a study program at school for those who are not attending a placement.  We thank all our community members who generously take on our students to help them prepare for the workforce.

Twilight Concert

In Week 2 we held our annual Twilight Concert under the stars in the main quad. The evening is a chance to showcase the amazing talent we have in our music students and this year the music of Elton John was featured in the finale.  Thank you to Marcus Roberts, Michelle Vivian and all our IMSS staff and Musikal parents for such a wonderful community event.

To complement the Twilight music performances there was an exhibition of work completed by our GAT visual art students’ during school in the Gwen Russell Gallery.

Wellness Week

Week 2 of this term we held a Wellness Week where we focus on things we can do to be physically and mentally healthy.  Thank you to Chrissy our School Nurse, Anne and Bea our School Psychologists, our Student Services team and Student Leaders the range of information and activities during the week.

Kalamunda Day

Each year we hold Kalamunda Day to celebrate our school values of Pride, Respect, Resilience, Love of Learning and Community.  We reflect on what these values mean to us and celebrate the diversity of our school community.  During our assembly we have a flag parade of all the countries of birth of our students and staff (this year we had over 41 countries represented).  Following our assembly, there are activities organised by our staff in Learning Areas, and a health expo to end Wellness Week.  A highlight for the day is the staff band who perform.

Building update

Our art staff had a preview of the soon to be completed Visual Art building – the facilities are looking amazing.

The teaching block is also progressing well – with the roof structure in place and the internal walls being filled in now. 

Staffing updates

Welcome to Gi Soo who has joined us in Science for Term 4 and welcome back to Tom Brkic returning from leave.  We also wish Sharon Andrews, Laura Morris all the best as they take LSL in Term 4.

Wishing everyone all the best for a successful last term.

Helen Deacon

Principal

KALAMUNDA DAY

Things got busy here in the science quad on Kalamunda Day. Those who managed to escape from the Escape Room had to run the gauntlet of the frisbee-throwing robot before adding to our science mural on the wall of Science Room 5.

Some clever design and programming by our Robotics team meant that the robot was not only able to throw the frisbee, but also pick it up from the concrete and reload for another shot. Several battery swaps were necessary to continue this event for the duration.

Thankyou to the staff who made these activities available for our students.

Last Term Recap

The last few weeks of Term 3 were certainly a busy time for teachers and students alike in the H.O.P.E Department!

Soccer Program

In Week 7, the Soccer Program breached new ground by welcoming in Year 6 students to trial for next year, with the program expanding to include Year 7 students, all the way through to Year 10 students. This exciting venture led to both Year 6 and Year 7 students trialling at the end of last term, where students enjoyed various different drills and activities throughout their time at the trials. We at the H.O.P.E Department would like to congratulate all students on their participation, behaviour and engagement throughout the day. Mr. Forrest and Mr. Jay were accompanied by four stand-out Year 10 students, in the final year of the program who exceled in their running of the drills and games – well done to them, also.

Cross Country

This year, the Cross Country took centre stage, on what was a beautiful early spring day, late in Term 3. A few changes were made this year to accommodate the unfortunate weather circumstances surrounding the House Track and Field Carnival, which happily led to a great atmosphere for all runners. Year groups were invited down to cheer on their classmates (and housemates!) and to celebrate in school spirit and good will. The Year 12s were given an opportunity to show off their creativity in the form of their costumes in house colours and enjoyed the novelty events which were ran by Student Services. Congratulations to all winners and runners-up, and to those who ran! Those who didn’t – we hope to see you next year!

Year 12s Departing

Last term we also said goodbye to our Year 12 students as they prepared for exams or completed their coursework and certificate course. So, to say goodbye, the H.O.P.E Department faced off against the Year 12s in a Staff vs Student Volleyball match (with some help from Mr. Bennett and Mr. Young!). The Year 12s managed to secure a win in the first game – which is a testament to some of the great teaching that has been done in Physical Education over the years! We wish all Year 12s students the best with their future endeavours and wish all students good luck with their upcoming WACE exams.

Term 4

Week 1

Term 4 began with an immediate start of classes for both staff and students, who were all keen to hit the ground running after a restful break. In Week 1, the Interschool Track and Field Team took centre stage, with Mr. Cameron, Mr. Forrest and Miss Lehembre working round the clock on their Trial Day, and on the Carnival Day itself, to make sure all students were ready to succeed. This year, for the first time, Kalamunda Senior High School were competing with all year groups, from Year 7, all the way to Year 12, which provided an exciting opportunity for students to test themselves against new schools (and to prolong their school athletic careers!). On the day, we managed to finish a respectful 4^th place, with some stand out performance from Heath Orr in Year 8 (Runner-Up Champion Boy) and Tristian Wilson, Year 10 (Champion Boy). This is a great platform to build upon for next year. Well done to all those that took part.

Week 2

Week 2 saw the learning week finish early, as the school concluded its Wellbeing Week with the traditional Kalamunda Day Celebrations. Students who found their way down to the gym would have had plenty of fun in the form of volleyball matches. Year 11 students were lucky enough to face off against the staff who were willing to play and were well matched in most games. Lower school students enjoyed their time also on the courts, playing with great sprit and a strong sense of fun, encapsulating the Kalamunda Day celebrations perfectly.

Week 3 

In Week 3, Mr. Humphreys led his Year 11 General Outdoor Education students on their final expedition of the year, with the helping hands of Miss Hall and Mr. Watson. The expedition, at the time of writing, is still currently on going, but students and staff are expected back Friday afternoon. We at the H.O.P.E Department hope they have enjoyed an excellent time on their Cape-to-Cape expedition, hoping it was an educational and enjoyable experience for all involved. We would also like to thank Mr. Humphreys, Mr. Watson and Miss Hall for their hard work and dedication, without which, such expeditions would not go ahead.

The Senior Girls soccer squad were involved in the School Sport WA Regional Pennants Competition for 2024. They finished the group stage undefeated by only dropping two points out of a total of six matches. It was a dominant performance by the team which was even more impressive by the fact the majority of the squad is in Year 10 within a competition that has Year 10-12’s involved.

The team qualified for the knock-out phase of the competition but unfortunately when down in a narrow defeat to Carine SHS in the quarter-final. This has only been achieved twice in the history of the specialist soccer program. The girls are to be congratulated on their efforts for the whole year and hopefully they can go a step or two further, next year in 2025.

Sustainability

Congratulations to Jasmine Barton (year 11 student) who designed the winning entry into the National Tree Day Competition. Entrants were tasked to design and create a Nature Guardian. Here is the winning Guardian creation.

Astra Anasprout is a Pacific Black Duck (Anas superciliosa)

who loves waddling along the Bibbulmun Track in the early morning, swimming in the natural bodies of water she discovers, and admiring the Geraldton Wax Flowers that bloom along her path. With a deep love for the land and sky, Astra soars high in the clouds during the day, keeping a watchful eye out for trouble. When she finds it, she uses her epic QUACK ATTACK to protect her forest home, ensuring the safety of every plant and creature. At night, she gazes up at the stars, dreaming of a brighter future for our planet.

In other sustainability news – so far this year staff have collectively prevented 3.6 kg of stationary waste going into landfill with our new stationary recycling station. Thanks to everyone involved and we look forward to seeing these sustainability practices continue to grow.

With the Shire of Kalamunda moving to FOGO (Food Organics Garden Organics), a reminder that ‘reduce’ is the first principle of sustainability. A recent report (1) found that global food waste contributes 10% of our global greenhouse gas emissions which is equivalent to nearly twice the annual emissions produced by all the cars driven in the US and Europe. So, remember to think about reducing your food waste alongside all your other sustainability practises.

https://www.kalamunda.wa.gov.au/residents/waste-recycling/fogo

1. World Wildlife Fund. (2021). Driven to Waste: Global Food Loss on Farms.

If any students are interested in learning more about sustainability practices at Kalamunda SHS, they can join in with the sustainability green team on Friday lunchtimes. Please see Ms Gillett for more information.

Our VET/WPL team is dedicated to working closely with students to unlock their potential and guide them on their career pathways. During Years 11 and 12, students have up to four opportunities to participate in work experience placements through our ADWPL program. These placements are invaluable for gaining insights and networking within the community. I’d like to share a couple of success stories from our students this year.

Matthew Booth has always dreamed of becoming a Heavy Diesel Mechanic. He took his first step by applying for a South Metro VETDSS course in Certificate II in Automotive Vocational Preparation – Light, Heavy & Electrical Rotation. He was successful and attended the course at Kwinana campus every Friday, travelling from his home in Kalamunda. Matthew completed two work experience placements: one at a mechanical workshop and another at CEA Perth, an agriculture and construction equipment supplier. His eagerness to learn and dedication impressed his supervisors, earning him excellent references. Matthew also obtained his White Card at school.

Matthew regularly visited our Careers office to stay updated on the latest opportunities. We are incredibly proud to announce that Matthew has secured an apprenticeship with Hitachi Construction Machinery Australia as a Heavy Diesel Mechanic. This is a remarkable achievement, as there were only four spots available out of 800 applicants. WOW!!

Congratulations, Matt! Well done to a truly deserving young man!

Talia Hamilton-Brausch, a Year 12 student, maximized her opportunities by completing work experience placements in the ADWPL program at Grace Removals and the City of Kalamunda in administrative roles. She also successfully completed a Certificate IV in Work Health and Safety with Pinnacle Training in her own time and obtained her White Card at school. Talia showed a strong interest in administrative roles and was eager to secure full-time employment after graduation. She frequently visited our careers office, where we helped her update her resume and write cover letters.

When a local company sought a school leaver for an Accounts Admin Officer position, Talia applied for the opportunity. I am thrilled to announce that she got the job!

Congratulations to Talia on her well-deserved success!

There are many more success stories from our ADWPL program and careers office – this is where we make magic happen!!!

Maxine Merchant – VET Coordinator

Bec Fairbrother -WPL Officer

Amanda Moreno-Diaz – Career Practitioner

Start your new year with an exciting experience at WAAPA.  Come along this January for a fun-packed program where you'll meet new people, sharpen your skills and get plenty of performance opportunities.  WAAPA's Summer School offers a wide variety of performing arts courses tailored for secondary school students.  Whether you're going into Year 7 or Year 12, there's something for every aspiring artist - classes in Acting for Stage, Dance, Acting for Camera, Jazz Music and Music Theatre.  Our expert instructors welcome students of all skill levels and experiences.  For more details on the courses available, visit Summer School 2025 or reach out to Gabrielle Metcalf at explore.waapa@ecu.edu.au or call 9370 6775.

Five Things Teens Wish You Knew About Them

To allow teens to become the best adults they can be, family researcher Ellen Galinsky says we must reframe the way we view the teenage years.  When Ellen Galinsky was trying to come up with a title for her massive research project and book about adolescence, The Breakthrough Years seemed fitting. After all, adolescence is a true “breakthrough” time when the brain is developing rapidly and is particularly sensitive to environmental influences. It’s when we seek new experiences, build and strengthen connections, and form essential life skills we will use in the future.

Since the founding of the field of adolescent development in 1904, researchers have viewed adolescence as a time of “storm and stress.” But our expectations—negative or positive—affect how teens behave. That’s why Galinsky believes it’s important to reframe our understanding of adolescence from negative to positive—from dread to celebration.

Across more than nine years, Galinsky surveyed more than 1,600 tweens and teens between the ages of 9 and 19 and their parents, asking them what they want to tell adults about people their age. She hopes parents and caring adults will take their messages seriously.

The first message from young people is “Understand our development.” In our nationally representative survey, we asked parents, “If you had one word or phrase to describe the teen brain, what would that be?” Only 14% of the parents used positive words about the teen brain. The most frequently used word by 11% of the parents was “immature,” and another 8% used similar words. Far too many of us are seeing adolescents as deficit adults. We wouldn’t say a toddler is a deficit pre-schooler. But we see adolescents as “not adults.”

Adolescents need to be explorative and have adventures. You need to be able to react quickly and know if a situation is safe or not. That’s what they need to do to survive. Much of adolescent research has been on negative risks, like taking drugs, drinking, and making what are often called “stupid decisions.” People wonder, “Do adolescents make these decisions because they feel they’re immune from danger?” That’s not true. Research by Ron Dahl from the University of California at Berkeley has found that when young people are doing scary things, they’re more attuned to danger. They’re learning to go out into the world - to move out and be more on their own. He describes it as “learning to be brave,” a characteristic that’s admired around the world.

The second message is “Talk with us, not at us.” Adolescents need to have some agency - to learn how to make decisions for themselves. I don’t mean to turn everything over to them - but to find an appropriate level of autonomy. They’re right in saying, “Don’t just tell us what to do.” As one young person said, “If we’re the problem, then we need to be part of the solution.” The best parenting, the best interventions, and the best teaching involve adolescents in learning to solve problems for themselves, not having problems solved for them.

The third message is “Don’t stereotype us.” Thirty-eight percent of adolescents wrote sentiments like we’re not dumb, we’re smarter than you think, we’re not all addicted to our phones and social media. Don’t put us all in a big group and say we’re the “anxious or depressed generation” or the “entitled generation,” or the “COVID generation.” Let us be the individuals that we are. Research shows if we expect the worst, we sometimes get the worst. When parents’ views of the teen years were negative—59% of parents had negative words to use about teens’ brains—their own children weren’t doing as well. They were more likely to be sad, lonely, angry, or moody.

The fourth message from adolescents is “Understand our needs.” There’s a stream of research in psychology called the “self-determination theory.” This theory suggests we don’t just have physical needs for food, water, and shelter; we also have basic psychological needs. These needs include having important relationships or caring connections, feeling supported and respected, having some autonomy, and finding ways to give back. I found the kids who had those basic needs met by the relationships in their lives before the pandemic did well during the pandemic.

The fifth message is “We want to learn stuff that’s useful.” That speaks to the importance of executive function skills. People who have these skills are more likely to do well academically, in health, wealth, and life satisfaction, than people who don’t. These are skills like understanding others’ perspectives, goal-setting, communicating, collaborating, or taking on challenges. They’re skills that build on core brain processes that help us thrive.

The research on autonomy support is very useful here. A “skill-building approach.” includes the following:

1) Checking in on ourselves because our feelings can spill over into how we handle challenges.

2) Taking the child’s view and understanding why they might be behaving how they’re behaving.

3) Recognizing that we’re the adults so we need to set limits. Everybody needs expectations and guidance in their lives. Nobody wants to be without guardrails.

4) Helping adolescents to problem-solve solutions.

What does problem-solving look like? Here’s an example - “shared solutions.” I’ve used this approach as a teacher and as a parent. If there’s a problem - for example, kids aren’t keeping their curfew, homework isn’t getting done, they’re on their devices, or they’re disruptive in class—you state the problem and what your goals are. Then, you ask the young people to suggest as many solutions as possible. They can be silly ideas, they can be wonderful ideas, you can even get jokey about it.

Then you go through each idea and ask, “What would work for you in that idea? What would work for me?” You are helping adolescents to take your perspective. Next, you come up with a solution to try together. Now you both own that solution. If you need consequences, that’s when you establish them—not in the heat of the moment. Finally, you say, “This is a change experiment. We’re going to see if it works.” You try it out. And if it does work, great. It probably will for a while, but when it needs changing, you go through the shared solutions process again.

The late child psychiatrist Dan Stern once said, “Every human being wants to feel known and understood.” It isn’t just our children or younger people. It’s all of us.

I asked some open-ended questions in my study. One of them was, “If you had one wish to improve the lives of people your age, what would it be?” A number of young people wrote about the things that made them feel unseen, unheard, and not understood - statements like “Get over it,” “You’ll grow out of it,” “Stop being such a teen,” or “It’ll get better.” To them, statements like those made them feel that the adults in their lives weren’t understanding, weren’t taking their problems seriously. We’re better off if we try to understand what our kids are trying to achieve with communication before we respond to it.

So many young people wrote in, “We see you,” or “You think we don’t understand, but we’re watching you,” or “We’re learning from what you’re doing, not just what you’re saying.” At our best, as the adults in their life, we need to live the way we want them to live.

By Eden Pontz

Greater good magazine: science-based insight for a meaningful life.

By Aundraea Stevens

Convenor of the Mental Health and Wellbeing Committee

Headspace Cannington is collaborating with Man Up WA to deliver a 3 part workshop series to be held at the Headspace Cannington centre.  These workshops are for young  males in the school years 7-12 who would benefit from some workshops on healthy male culture, relationships and coping.  Please see attached poster and QR code for more information.  

VacSwim - Department of Education